Designing For Shade and Energy Conservation

GUIDE
school ground
Ontario
Bring Nature Back to Your City
GREENING
designing for shade

and energy conservation
Acknowledgements
This guide is an adaptation of the EcoSchools School Ground Greening Guide: Designing for Shade and Energy Conservation
published by the Toronto District School Board (TDSB) and Evergreen. The TDSB and Evergreen have donated this
resource to the Ontario EcoSchools program as part of their in-kind contribution to the project.
The Government of Canada’s Climate Change Action Fund provided major funding for Ontario EcoSchools.
Please see back cover for more information on all of the partners involved in the development of the program.
Ontario EcoSchools School Ground Greening: Designing for Shade and Energy Conservation Guide
Project Concept: Heidi Campbell, Toronto District School Board and Evergreen; Richard Christie, Toronto District
School Board
Writer: Heidi Campbell, Toronto District School Board and Evergreen
Developers: Krista Long, Evergreen; Maureen Whitehead, Toronto District School Board (retired)
Technical Consultant: Bruce Day, Toronto District School Board
Editors: Eleanor Dudar, Toronto District School Board; Catherine Mahler; Denny Manchee, Evergreen
Adaptation: Catherine Mahler
Illustrations: Samara Newman
Photography: Heidi Campbell; Cam Collyer
Schools in photos: Cassandra PS; Indian Road Crescent Jr PS; Jesse Ketchum PS; Wilkinson PS, all Toronto DSB
Reviewers: Mike Achilles, Toronto DSB; Ron Ballentine, Halton DSB; Edward Cheskey, Waterloo Region DSB;
Richard Christie, Toronto DSB; Bruce Day, Toronto DSB; Judy Gould, Durham DSB; Arlene Higgins-Wright,
York Region DSB; Eva Pathak; David Percival, Toronto DSB; Donna Rice, Toronto DSB; John Scherk, Toronto DSB
© 2004 Toronto District School Board and Evergreen

Ontario schools, school boards, post-secondary institutions and government agencies may reproduce and adapt this
publication in whole or in part for educational purposes without special permission from the copyright holders, as
long as acknowledgement of the source is provided.
No use of this publication may be made for resale or for any other commercial purposes whatsoever without prior
permission in writing from both copyright holders:
Toronto District School Board Evergreen

Library and Learning Resources 355 Adelaide St. West, 5th Floor
3 Tippett Road Toronto, ON M5V 1S2
Toronto, ON M3H 2V1 Tel: (416) 596-1495
Tel: (416) 397-2595 Email: info@evergreen.ca
Fax: (416) 395-8357
Email: curriculumdocs@tdsb.on.ca
Every reasonable precaution has been taken to trace the owners of copyrighted material and to make due
acknowledgement. Any omission will gladly be rectified in future printings.
Designer: Comet art + design
School Ground
Greening and EcoSchools
Designing for Shade and Energy Conservation is the first in a series of EcoSchools
greening guides that promote best practices on school grounds and in the
classroom. The benefits of bringing nature into the learning environment are
addressed in many resources. This guide, with its deliberate focus on providing
shade for students (health) and buildings (energy conservation), draws on
greening practices specific to school boards and on emerging research about
how best to provide natural shade where children play and learn.
Using the EcoSchools five-step process, the whole school community is

involved in designing for shade and energy conservation. Initiatives that follow a
collaborative process have proven to be more sustainable over time because they
‘belong’ to everyone. The guide recommends starting with planting native trees
and shrubs to provide shade in your school grounds - or if your school already
has a greening project underway, to make this the next phase of your work.
This resource will help students, teachers, parents and community members
learn how to select, position and plant trees that will last through the
generations, making our school grounds places of comfort and safety,
and making our planet just a little cooler than it would otherwise be.
AUGUST 2004
guides for getting started
1 Introduction to EcoSchools
and the Five-Step Process
2 Waste
Minimization Guide
3 Energy
Conservation Guide
This concise guide provides an overview of This guide outlines the 10 Ontario EcoSchools Similar in format to the Waste Minimization
the Ontario EcoSchools program and sets out a waste minimization guidelines. It provides the Guide, this resource outlines the 10 Ontario
practical method for successful implementation: school’s EcoTeam with tips for assessing the EcoSchools energy conservation guidelines.
(1) establish an EcoTeam, (2) assess the school’s school’s current waste minimization efforts, It provides the school’s EcoTeam with tips
needs, (3) identify priorities and develop an sample reviews and action plans and a set for assessing the school’s current energy
action plan, (4) implement the action plan, of tools for implementing improved waste conservation efforts, sample reviews and action
and (5) monitor and evaluate progress. minimization practices. plans and a set of tools for implementing
improved energy conservation practices.
1 2 3 4 5 6
4 Waste Minimization
by Grade (1-8)
5 Energy Conservation
by Grade (1-8)
6 Systems Thinking:
Grades 1-8
This resource is organized around “big Like Waste Minimization by Grade, this guide This resource helps shift our view of the nature
ideas” about waste and waste minimization is organized around “big ideas” about energy of the human and natural worlds: instead of
that are based on identified clusters of and energy conservation that are based on being collections of separate parts, they are seen
learning expectations in both Science identified clusters of learning expectations as whole systems greater than the sum of their
and Technology and Social Studies and in both Science and Technology and Social interdependent parts. Seeing the curriculum
Geography. Using these ideas as a focus Studies and Geography. Using these ideas through a Systems Thinking lens highlights how
helps the teacher incorporate ecological as a focus helps the teacher incorporate the interconnections among learning expectations
thinking into existing curriculum. Annotated ecological thinking into existing curriculum. bestow the power of describing how the
Internet resources offer background Annotated Internet resources offer background world works – seeing people in relation to the
facts and student learning activities. facts and student learning activities. environment. This approach integrates diverse
learning expectations into coherent clusters.
Available in 2005.
connecting ecoschools
to the elementary curriculum
i
connecting ecoschools
to the secondary curriculum
7 Climate Change
in Grade 9 Geography
8 Climate Change
in Grade 10 Civics
9 Climate Change
in Grade 10 Science
(Academic and Applied) (Academic and Applied)
This unit introduces students to the concept of
This resource consists of a culminating task citizenship through a series of well-supported This resource provides two possible culminating
for summative evaluation plus a unit-by-unit activities where they analyze the accomplishments tasks: students are introduced to an actual
breakdown of the conceptual understandings of environmental activists and organizations. problem and asked to propose solutions to either
about climate change needed to ensure student A simple Public Policy Primer helps students The Impact of Transportation Choices or Forest
success. Students select a Canadian town or see points at which they can influence issues. Management and Climate Change. Climate change
small city and develop an annotated map that Students apply their knowledge in responding related concepts have been identified in each
indicates the changes in the human and natural to the Government of Canada’s One-Tonne strand. Charts link authorized texts and the
environments that would reduce greenhouse Challenge for reducing climate change gases. An Teacher Resource for each to relevant learning
gases and thus slow climate change. Resource Environmental Citizenship Portfolio containing each expectations. A student Checklist of Preparation,
list, student worksheets and evaluation student’s class work and other materials sums up annotated Internet resources and evaluation
rubric are provided. See #17 for supporting her/his understanding of environmental citizenship. rubrics are also provided. See #17 for supporting
multimedia presentations. See #17 for supporting multimedia presentations. multimedia presentations.
7 8 9 10 11 12
10 Climate Change in
Grade 11 and 12 Science
11 Climate Change in
Grade 11 and 12 Geography
12 Interdisciplinary Studies:
Climate Change and Your
Future - Grade 12 (Open)
This resource ranges over 8 different Science This resource surveys 5 Geography
courses (University, University/College, College courses (University, University/College, This single-credit course reviews the
and Workplace), highlighting learning and Open). Overall and specific impacts of climate change on human and
expectations that can be met using climate expectations for each course are natural systems. Students investigate
change issues as the examples. Focus accompanied by guiding ideas linking local businesses and agencies to learn
questions help students connect the learning these expectations to different parts about environmental practices that reduce
of facts and concepts in a meaningful way. of the climate change story. Examples the impact of climate change. Through
The questions also suggest ways to adapt are provided for developing topics, case studies, students identify emerging
the existing curriculum to explore the data, and teaching and learning strategies work opportunities; in the culminating
evidence, interactions and technologies recommended for different student needs. task students develop a business plan
related to climate change issues. Lists of Resources for planning class activities related to mitigating or adapting to
resources that suit the needs of the courses and assignments are listed. See #17 for climate change. See #17 for supporting
are included. See #17 for supporting supporting multimedia presentations. multimedia presentations.
multimedia presentations. Available in 2005.
ii
guides to enrich your program
13 Schoolground Greening: 14 Celebrating EcoSchools: 15 The 20/20 Planner 16 Certification Guide

Designing for Shade Festival Guide
Based on a Toronto Public Health The Certification Guide is
and Energy Conservation (Elementary) resource, 20/20 The Way to based on a resource developed
Based on a guide developed by This collection of learning Clean Air offers teachers a by the Clean Air Partnership
Evergreen and the Toronto District activities for elementary schools is way to help students apply and the Toronto District School
School Board, this resource will help designed for Earth Week or another their learning about energy Board. It provides sample
schools design for increased shade EcoSchools celebration. While conservation at home. The benchmarks and a scoring
to protect students and staff from each activity can stand alone, the planner is a “take-home” system for schools wishing
ultraviolet radiation (UVR) and to shade collection is especially designed guide filled with simple tips to assess their environmental
school buildings to save energy and for an entire school to engage in and activity sheets that offer performance in a limited
make them more comfortable. Tips for environmental learning adventures, a range of actions that students number of areas. The point
involving the school community in the focussing on the theme of human- and their families can undertake system establishes Bronze,
design process, surveying user needs, environment connections. Based to reduce energy and vehicle Silver and Gold levels of
completing a site analysis, creating site on a resource developed by the City use by 20% and respond to the EcoSchools. How participating
plans and developing a fundraising of Toronto and the Toronto District Government of Canada’s One- schools are recognized is left
strategy are included. School Board. Tonne Challenge. to individual Boards to decide.
13 14 15 16 17
Free copies of all Ontario EcoSchools guides may be

17 Multimedia presentations:
Changing Climate, Changing Attitudes; The Impacts of Climate
downloaded in PDF format. Go to www.yorku.ca/fes/
envedu/ecoschools.asp
Change; The Science of Climate Change
The three multimedia presentations are available only on
Three multimedia presentations have been designed to accompany the EcoSchools curriculum
the EcoSchools Resources for Ontario Schools CD (both PC resources. Changing Climate, Changing Attitudes provides students and teachers with a general
and Mac-compatible). This CD also includes the Ontario overview of global climate change and its impacts on Ontario society. The Impacts of Climate
EcoSchools guides and curriculum resources and is Change has been developed explicitly to complement the Grade 9 Geography course but can be
available for the cost of shipping and handling. used with all secondary students to examine the impacts of climate change on the natural and
For ordering information, please contact: human worlds. The Science of Climate Change, while developed to support the Grade 10 Science
course, is suitable for all secondary science students. These presentations include potential
Library and Learning Resources
solutions and steps that citizens can take to help slow climate change.
Toronto District School Board
Tel: 416-397-2595 Fax: 416-395-8357
multimedia presentations
to anchor your program
iii
GUIDE
school ground
GREENING
Contents
Preface
The Special Role of Trees 2
Introduction
Why is it important to provide shade for children and youth? 5
Designing for Shade and Energy Conservation, Climate Change and EcoSchools 5
Designing for Shade and Energy Conservation … the five-step process at a glance 9
Step 1: Establish an EcoTeam for Shade and Energy Conservation

Build Your Team 10
Spread the Word and Build Momentum 10
Hold a Start-up Meeting 10
Step 2: Conduct an EcoReview

Survey User Needs and Use Patterns 12
Survey Your School Grounds 13
Map 1 Sample Physical and Environmental Features 14
Map 2 Sample Play and Use Patterns 16
Map 3 Sample Existing Shade and Use Patterns 17
Complete the EcoReview Site Assessment for Shade and Energy Conservation 18
Sample EcoReview Site Assessment for Shade and Energy Conservation 19
Step 3: Develop an Action Plan

Complete a Conceptual Plan for Shade and Energy Conservation 21
Map 4 Conceptual Plan for Shade and Energy Conservation 22
Complete a Detailed Phase One Site Plan for Shade and Energy Conservation 23
Sample Phase One: Shading the Play Structure 24
Obtain Board Approvals 25
Identify Priorities and develop the Action Plan 25
Sample School Improvement Plan 26
Create a Tree Care Plan 27
Develop a Fundraising Strategy 27
Step 4: Implement the Action Plan

Prepare for Planting Day 28
Planting Day 29
Celebrate Success! 30
Step 5: Monitor and Evaluate Progress 31
Toolkit 33
1 Ontario EcoSchools: Designing for Shade and Energy Conservation

PREFACE
The Special Role of Trees

Imagine seeing trees for the first time.
Now imagine a world stripped of its trees.
What visions of richness and impoverishment are summoned up by these

starkly contrasting scenarios! Trees make our world a very special place.
Words cannot adequately capture all that trees do to enhance our well-being.
They give us something to look up to, literally and metaphorically. Planting
trees in the school ground endows students, teachers and the community
with a precious gift for generations to come.
Trees are an essential part of Earth’s ecology. They “provide summer shade…
They block close to 60 percent of the sun’s rays, buffer cold winter winds,
reduce water runoff and soil erosion, filter dust…provide habitat and shelter
for songbirds and other urban wildlife…renew our oxygen and add moisture
to the air through transpiration…filter air pollution…and absorb carbon
dioxide, a principal greenhouse gas that contributes to climate change.”1
Planting trees has many positive effects on children’s health and behaviour
and can foster children’s awareness of their connection to the natural world.
The following inspirational stories illustrate how schools can green their
school grounds in unique ways to enrich the lives of children and have a
significant influence on the health of the local environment.
1 Elise Houghton, A Breath Of Fresh Air: Celebrating Nature and School Gardens. Photography: Robert Christie. Toronto: Learnx Foundation and
Sumach Press, 2003. p.106. This beautiful TDSB Millennium Project picture book was conceived of and directed by the Board’s Environmental
Education staff. Of particular interest in relation to this resource is chapter 6, “A Canopy of Green: The Special Role of Trees.”

The Circle of Trees
Schools are integrating their tree planting projects with
innovative learning opportunities. One school wanted a
gazebo constructed on its school grounds to provide shade
for outdoor learning. However, the cost and the incidence
of vandalism of this kind of structure had been so high that
the committee decided to reconsider how to provide shade.
Members of the school’s green team did some research and
found that trees can block close to 60 percent of the sun’s
harmful UV rays. They realized that they could provide
shade - and much more - through tree planting instead. Thus
was born the idea of The Circle of Trees. Nine native trees were
chosen to form the circle and each grade from kindergarten
to Grade 8 adopted a different tree species. Each year as the
students progress through the grades they become familiar
with another native species of tree from the circle. When
they graduate from Grade 8 they will have learned many
things about these nine trees that are native
to their community!

The Tree Trail
Another school community chose to address the very serious
issue of protecting children from the sun’s harmful UVR
rays. They decided to create shaded areas on their grounds
using native trees. However, they also wanted to make a
connection between learning and physical fitness, which led
to the idea of a tree trail. The Tree Trail is a self-guided
walking tour that winds around the newly planted trees in
the school ground. The trees along the trail are labeled to
correspond with a Tree Trail Guide created by the students.
The guide includes descriptions of the trees, pictures of their
leaves and buds, their importance to the health of the local
ecology, historical facts, medicinal uses, significance to native
peoples and fun facts about trees. Students and teachers use
the trail for conducting brisk warm-up walks before
engaging in rigorous field sports. The project has grown
well beyond designing for shade and energy conservation
to engage the school community in cultivating
an awareness of the important role a healthy urban
forest plays in our daily lives.

INTRODUCTION
Why is it important to provide shade for children and youth?

“Adequate solar protection
during childhood is more important
than at any other time in life.”
Donald Wigle, Child Health and the Environment
It’s estimated that one in seven children born today in Canada will develop skin cancer later in
life.2 Why? Because of over-exposure to ultra violet radiation (UVR). In fact, one blistering
sunburn during childhood can double the risk of getting cancer.3 UVR has also been linked to
cataracts, suppression of the body’s immune system and the development of allergies.4 Children
and youth are particularly vulnerable because they rarely demonstrate ‘shade seeking’ behavior. At
school, children spend up to 25% of their time outdoors, typically during the period of highest
UVR exposure — between 10 a.m. and 4 p.m. In most cases, they have little choice about
exposure to the sun. One of the most effective means of protecting students from UVR is to plant
shade trees where they play and congregate - for example, around playground equipment, near
asphalt play areas, and along sports fields - to offer students a number of protection options.
Designing for Shade and Energy Conservation,

Climate Change and EcoSchools
Keeping the natural environment healthy for future generations is everyone’s responsibility.
Climate change is one of the most serious threats to a healthy environment, and schools and
school boards have a vital role to play in helping students and staff understand what they can
do about it.
Scientists expect climate change to increase global temperatures by 1.4 to 5.8 degrees Celsius
by the end of this century.5 The electricity generated to meet people’s additional cooling needs
will mean increased greenhouse gas emissions. When we plant trees and large shrubs in school
grounds to provide strategic shade and windbreaks, we conserve energy as well as providing
protection from harmful ultraviolet radiation. Trees planted to shade the south and southwest
sides of a school building can reduce cooling costs by as much as 15 - 20%. Trees planted north
2
Ontario Cancer Facts (May 2002). Available at www.cancercareon.ca/reports_219htm.
3
S. Graham, J. Marshall, B. Haughey et al., “An inquiry into the epidemiology of melanoma,” American Journal of Epidemiology 1985.122:606-19.
4
World Health Organization Fact Sheet # 261, Protecting Children from UVR (July 2001). Available at www.who.int/mediacentre/factsheets/fs261/en/
5
Intergovernmental Panel on Climate Change. Available at www.ipcc.ch

and west of the school building can act as a windbreak and reduce heating costs by 10 to 15%.6
This reduces greenhouse gas emissions and, in turn, helps to slow climate change.
Designing for shade and energy conservation provides year-round comfort and safety for the
students and staff of our schools. When we improve our school grounds, we help improve the
environment for everyone.
UVR Protection
Designing for shade is only part of the story…
Protecting children and youth from harmful UVR rays
requires a multi-faceted approach. Along with providing
natural shade, schools can try to schedule outdoor
activities in shaded areas or during non-peak UVR
times. Parents can be advised to provide a hat for their
child to wear during recess. Teachers or other outdoor
supervisors can model sun smart behaviour by wearing
a broad-brimmed hat and sunglasses, and encourage
students to play in the shade. At the Board level,
Curriculum and Operations/Facility departments can
work together to develop a shade policy that includes
these strategies and others to provide effective protection
for students. For information about shade policies, see
the Resources section at the end of this document.
6
H. Akbari and H. Taha, “The Impact of trees and white surfaces on residential heating and cooling energy use in four Canadian cities,”
Energy: the International Journal, 1992

Holding down soil, shading the earth and
cooling its surface, absorbing rainwater and
gradually re-releasing moisture, softening the
sweep of winds, trees are a major climate
regulator in our country and on our
planet….The importance of maintaining our
green canopy cannot be overemphasized.
Climate moderation is perhaps the most
essential–and least recognized–
role of our trees.
Henry Kock in A Breath of Fresh Air: Celebrating Nature and School Gardens

Step 1
Establish
the EcoTeam
s
ep
res
Ec
rog
2
Designing for Shade and Energy Conservation
5
he
St CondouRcetvtiew
Monito
Five-Step
Evaluate Pr and
Process
Step
8
THE FIVE - STEP PROCESS AT A GLANCE
e
th
P
D
Ac e
t
nt lan
Ste
i on e ve ion
p
Act lem lo Pla
pt n
Imp he
3
Step
4
Step E S TA B L I S H A N E C O T E A M
1
Once you’ve decided to make some positive changes to your school
ground, invite others to join your EcoTeam – students, teachers,
parents, the Principal, custodian and community members.
TOOLS
Spread the word
Sample Letter
Hold a start-up Meeting
Volunteer Opportunities
Step CONDUCT AN ECOREVIEW

2
After establishing roles and responsibilities, the EcoTeam’s first task
Ontario EcoSchools: Designing for Shade and Energy Conservation

is to conduct an EcoReview to help you better understand your site
and how it is used. The review involves surveying the needs and
wants of users, the physical features of the grounds, play and use
patterns, and existing shade. TOOLS
Survey User Needs Questionnaires

Survey Your Grounds Canopy Density Guide
• Map 1 Physical and Environmental Features EcoReview Site
• Map 2 Play and Use Patterns Assessment for Shade
• Map 3 Existing Shade Patterns and Energy Conservation
Complete the EcoReview Site Assessment for Template
Shade and Energy Conservation Template
Step DEVELOP AN ACTION PLAN FOR SHADE
3
Building on what the team has learned in the EcoReview, you will
9
now complete a series of steps that will result in your Action Plan.
TOOLS
Develop a Conceptual Plan (Map 4)
Complete a Detailed Phase One Site Plan Planning for Shade
Obtain Board Approvals Guidelines for Tree
Record Project Goals in Your School Plan Planting
Devise a Tree Care Plan Tree Care
Develop a Fundraising Strategy Fundraising
Step IMPLEMENT THE ACTION PLAN FOR SHADE

4
Once you have your Phase One Site Plan approved and have raised
funds for the project, it is time to implement the plan.
Prepare for Planting Day

Planting Day
Celebrate Success!
Step M O N I T O R A N D E VA L U AT E
5
The final step of your EcoTeam’s work is to evaluate your progress
toward the goals and targets you have set.
S T E P 1 . E S TA B L I S H A N
ECOTEAM FOR SHADE AND
E N E R G Y C O N S E R VAT I O N
1.1 Build Your Team 1.3 Hold a Start-up Meeting

Include representatives from across the The purpose of the initial meeting is to
school community - students, parents, provide information and generate enthusiastic
neighbours, on-site child care workers. support for your EcoSchools project from all
Please see the Introduction to EcoSchools and members of the school community.
the Five-Step Process Guide* for helpful and
concise information about who should be
At the meeting:
B Present a strong rationale for the
on the team, what the EcoTeam does, how
project, emphasizing (a) the importance
to facilitate good teamwork, and the special
of protecting students and staff from
role of the Principal.
UV radiation and (b) the benefit of
saving energy in heating and cooling
1.2 Spread the Word
the school, thus reducing both energy
and Build Momentum
costs and greenhouse gas emissions.
Once you’ve established your team, notify B Sign up people who are interested in
the school community - teachers, students, volunteering for the project, and take
parents, neighbours - that your school is note of their skills and interests. Use
initiating a project to create more shade on the Volunteer Opportunities survey form
the school grounds. Encourage people to get (Toolkit pp. 35). This will help to
involved and attend the first meeting. Use establish roles and responsibilities
or modify the Sample Letter to Announce Your for people on your team.
Project (Toolkit pp. 34).
* Available at www.yorku.ca/fes/envedu/ecoschools.asp

Preparing for
an Effective Meeting
B See the Introduction to EcoSchools and the Five-Step Process Guide for
ideas on conducting effective meetings. Available at www.yorku.ca/
fes/envedu/ecoschools.asp
B Consult the Evergreen shade slide show resource to see examples
of several schools’ successful shade projects. Rent from Evergreen
by calling 416-495-1495 ext. 42.
B Get current information about sun exposure from the following
websites:
Canadian Dermatology Association www.dermatology.ca/english/sun/index.html
Health Canada www.hc-sc.gc.ca/english/iyh/diseases/cancer.html
www.hc-sc.gc.ca/english/iyh/environment/ultraviolet.html
Sunsafety for Kids www.sunsafetyforkids.org
B Find out why trees are important and the special role they play
in maintaining a healthy environment.
The International Society of Arboriculture www.treesaregood.com
Tree Link www.treelink.org/linx/?navSubCatRef=56
Looking Ahead…
You might want to distribute the questionnaires
for conducting the survey of your school grounds
(Toolkit pp. 36-41) at this meeting.

STEP 2. CONDUCT
AN ECOREVIEW
2.1 Survey User Needs be used later when the team is mapping the
and Use Patterns play and use patterns on your school ground.
Be sure to include students at all stages

To design a school ground that takes
of the project: planning, design,
everyone’s needs into consideration,
implementation and care. Students can
it’s important to survey students, teachers,
become very enthusiastic participants
and parents to learn how they use the site
when they feel their opinions and views
through the seasons (e.g. for play,
are being heard. Including the student
meetings, outdoor classes, organized
perspective will also give a more complete
sports). Have each group take a
picture of the perceived as well as the actual
walk around the school grounds and fill
shade and use patterns on the school ground.
out the Questionnaires for Shade and Energy
Conservation Project (Toolkit pp. 36-41) that
applies to them. (An ideal time might be at
Check with your school’s custodial
your first meeting.) This information will and maintenance staff to see how
snow removal, grass cutting, etc.
affects the use of the site.
Gathering Students’ Ideas

B Use the printed questionnaire to guide a brainstorming session with students.
Encourage them to add to and discuss each other’s suggestions and points of view.
B Start the session by asking students to talk about their play and sports activities
throughout the year to help them focus on the grounds.
B When all the responses have been compiled, the team can create a chart that lists
everyone’s ideas. You may choose to have students vote for their preferences: give
each student in the school three choices. This exercise helps to prioritize the projects
listed as fairly as possible (Ann Coffey, Asking Children, Listening to Children
- see Resources).

Make sure your school site plan is up to date. The custodian or
board staff in charge of grounds can help you here. Determine
the location of irrigation systems, catch basins, available
sources of water for maintaining trees and migration patterns
of winter salt that might harm the health of your trees.
2.2 Survey your School further explore where shade is needed. This
Grounds is a great opportunity to involve the students
in collecting and analyzing information.
Before you can begin planning the details
To begin you must obtain a base plan of
of your shade project, you’ll need to learn a
your school grounds. If it is 8.5”x11”
few things about your school grounds. The
enlarge it to 11”x17” and make several
following mapping exercise will help your
copies. Go outside with your 11”x17”
team understand the physical features of the
plans and make three maps of the features
grounds, the way people use the site and
on your school ground.
Map 1 Physical and Environmental Features

Before you begin, determine the orientation of your map and place a North arrow on the page.
Then label the following features:
P HYSICAL F EATURES E NVIRONMENTAL F EATURES

school building portables - existing Areas where water
parking lots or proposed collects
gardens sandboxes Areas that are muddy
existing trees and seating Areas where the snow
their types student pick-up and is plowed and piled
classroom windows drop off Areas that are hot
on the south and neighbours’ houses Areas that are shady
south-west sides of emergency and
the building maintenance vehicle
main entrances access
hills and slopes water outlets
play structures outdoor lighting
sports fields flag pole
outdoor video cameras
Other things to consider before you plant:

B Irrigation lines B Sight lines for surveillance
B Overhead wires and safety issues
B Utility lines. (To check for buried B Proposed new construction
utilities: contact Ontario One (additions, portables)

Call 1-800-400-2255.)

2.2 MAP 1 SAMPLE PHYSICAL AND ENVIRONMENTAL FEATURES
14
Legend Slope Slope
Muddy
White
Willow
Views
Wet area Slope
Emergency and
maintenance Parking lot
Hot and Sunny vehicle access
Baseball
Crab
Line Snow pile Apple
Wet of Sugar
area Maples
Student drop off
Cool and Shady Muddy
Asphalt
wet area Entrance
Soccer field
Outside White
Play water taps
structure Ash
Garbage
Neighbours Classroom pick-up
windows
Lighting
Existing trees
Entrance Classroom
White
Asphalt windows
Ash
Entrance

Future
area for School building
portables (single storey) Tulip
Tree
Westerly winds Lighting Entrance
Outside
water taps
Main entrance Austrian
Pine
Play
Turf Asphalt walkway Student drop off
structure
Flag pole
Baseball Muddy
No grass
Sunnyview
Public School Wet area Grove of Sugar Maples
Views
Emergency and maintenance

vehicle access
Map 2 Play and Use Patterns
A map that shows the play and use patterns of your site will help you choose suitable locations
for planting trees and shrubs and creating shade where it will be most effective. Record these
patterns using the information collected from the questionnaires as well as by observing play
and use patterns on the school grounds during recess, lunch and before and after school. Circle
the following zones and shade them with coloured pencils:
B active play areas (sports fields, baseball, including naturally worn pathways
sandpits, etc); across grass;
B asphalt game areas (basketball, four B ‘out of bounds’ areas where students
square, hopscotch, wall ball); aren’t allowed to be during school hours.

B passive/quiet play areas (gathering spots,
Make note of (1) the student activities that
benches, seating);
take place in these zones and (2) the age
B circulation routes where people walk,
group of students involved.
Ever wondered if the tree you’re standing under is

actually protecting you from the sun’s UV rays? Use
the Canopy Density Guide (Toolkit p. 42) to assess
the quality of existing shade cast by different tree types!
Map 3 Existing Shade Patterns

Make a photocopy of the Play and Use Patterns map and take it out to the school grounds around
noon to make note of existing shade patterns. (You may also want to observe shade patterns at
other times of day when students are outside for recess, etc.) This process should be completed
when trees have completely leafed out.

2.2 MAP 2 SAMPLE
16
PLAY AND USE PATTERNS
Legend
Spectator area
Active
play Parking lot
Hot and Sunny Baseball
Meet and greet area
Pathways Active
play Entrance
Cool and Shady Meet
Active and Active play
play greet Play structure
area
Soccer field
Student
Westerly winds gathering
Spectator Active
area
area play
Entrance
Student Out of
gathering Entrance bounds

area
Student
gathering School building
area (single storey)
Entrance
Main entrance
Meet Active play
and Play Asphalt pathway Meet and greet area
greet structure
Active area
play
Student Kindergarten play area

Sunnyview Baseball gathering
Public School Out of bounds
area
Spectator area
2.2 MAP 3
17
EXISTING SHADE AND USE PATTERNS
Legend
Spectator area
Active
play Parking lot
Hot and Sunny Baseball
Meet and greet area
Pathways Active Entrance

Meet play
Existing shade Active and Active play
play greet
Play structure
area
Classroom
Soccer field Spectator windows
Asphalt
area Student
gathering
Westerly winds West wind Active area
play
Entrance Classroom
Student windows
Student
gathering gathering Entrance Out of

area area bounds
School building
(single storey)
Entrance
Main entrance
Meet Active play
and Play
greet Asphalt pathway Meet and greet area
structure
Active area
play
Student
gathering Kindergarten play area
Sunnyview Baseball area
Public School
Spectator area Out of

bounds
2.3 Complete the EcoReview Use the data gathered by the different
Site Assessment for Shade groups that mapped the physical and
and Energy Conservation environmental features, play and use
patterns and existing shade patterns.
The Sample EcoReview Site Assessment for This information will help you set
Shade and Energy Conservation on the next priorities for achieving your goals.
page provides an example to help you
with your own school’s EcoReview.
A blank template for planning appears
in the Toolkit on page 43.
Young children rarely seek shade…

Children need to be reminded to play in the shade.
In The Ontario Sun Safety Working Group report
Sun Exposure and Protective Behaviours, parents
reported that children age 12 and under sought
shade only 35% of the time.

SAMPLE: ECOREVIEW SITE ASSESSMENT
FOR SHADE AND ENERGY CONSERVATION *
* Built upon data gathered from questionnaires, mapping and canopy density results.
Target/Goal: Provide natural shade on school grounds to protect students and staff from
exposure to solar UVR and to conserve energy
Provide shade for UVR protection.

Determine whether the areas listed below are Sufficiently Increase the Critical time of day Comments
shaded during the most critical times of the day shaded or amount of shade is needed
i.e., morning recess, physical education periods, sheltered shade
lunchtime and/or afternoon recess.
1. Active play areas near the school building including 12:00 p.m. Hopscotch play
asphalt play areas, adjacent to basketball courts, ✗ area to be shaded
hopscotch, ball hockey courts, etc.
2. Play structures ✗ 12:00 p.m - 2:30 p.m.
3. Sand play areas ✗

4. Meet-and-greet areas - where parents/buses pick
up and drop off children ✗
5. Spectator areas adjacent to baseball diamonds 12:00 p.m. - 4:30 p.m. Plant trees with
✗ benches for seating
6. Spectator areas adjacent to sports fields 12:00 p.m. - 4:30 p.m.

✗
7. Perimeter of school grounds ✗
8. Connecting corridors and pathways into school
grounds ✗
9. Front of the school/areas that are out of bounds ✗
Provide natural shade near buildings to improve comfort and conserve energy.
10. Next to school buildings on the south 2:00 p.m. - 4:00 p.m.
and southwest sides. ✗
Block winter winds to conserve energy.
11. Trees and shrubs planted as a windbreak to reduce

wind speeds and shelter the north and western ✗
exposures of the school building.
We recommend that you record the results of the review in your school plan to help raise the
visibility of this important part of school life. See sample on page 26.

STEP 3. DEVELOP
AN ACTION PLAN
Step 3 is a 6-part action plan.
3.1
3.6 Complete a conceptual plan
for shade and energy
Develop a fund- conservation
raising strategy
3.5
Create a
Action 3.2
tree care Plan Develop a detailed
phase one site plan
plan
3.4 3.3
Obtain Board
Record your phase one
activities in the school plan approvals

3.1 Complete a Conceptual 1. First, decide as a team the priority areas
Plan for Shade and for shade on your school ground. Use
Energy Conservation the data you’ve gathered to guide your
decision-making:
Developing a Conceptual Plan for Shade and a) questionnaire results
Energy Conservation helps you to think about b) the maps you’ve created
your whole school ground and the changes c) your EcoReview Site Assessment
you would like to make over time based for Shade and Energy Conservation
on the results of your EcoReview. This
2. Next, circle the general areas where you
is an important first step to ensure the
are planning to focus your efforts, label
development of a vision that represents
them and indicate the phases in which
the longer-term goals and objectives of
you will do the work (using an unmarked
the school community.
copy of your 11” x 17” site map). This is
your Map 4, Conceptual Plan for Shade and
Energy Conservation.
Planning Shade for Best Results

B Use or build on existing shade - e.g., redesign shaded ‘out of bounds’ areas
at the front of the school to make them safely accessible to students.
B Quality of shade matters: large-leafed trees such as maples give dense shade
while trees with small leaves such as locusts give dappled shade. Dense shade
provides greater UV protection.
B Shade must be effective - take the movement of the sun into account, and
make sure the shade is where you want it when you want it.

3.1 MAP 4 SAMPLE
22
CONCEPTUAL PLAN FOR SHADE AND ENERGY CONSERVATION
Legend Phase 3
Phase 2
Naturalise slope
Allée of trees Phase 2
Phase 3 Grove of trees
Phase 1 Windbreak
• Shade play
structures Emergency and
maintenance Parking lot
• Shade meet
vehicle
and greet areas
(groves of trees) Phase 3 Baseball
• Extend Windbreak
Kindergarten
play area (fence
shaded area)
• Shade asphalt
active play Phase 2 Entrance
Phase 1
and shade the Grove Phase 1
Grove Play
building (plant of trees Trees
of trees structure
trees 7m from planted
the building and 7m from
Soccer field Phase 2 Classroom
add seating) the
Allée of windows
trees building
Phase 2
• Shade spectator
areas
(allée of trees) Phase 1
• Shade social Trees
Entrance
gathering areas planted Classroom
(groves of trees, 7m from windows
Entrance

circle of trees) the
building
School building
Phase 3
(single storey)
• Build windbreaks
by enhancing line
of Maples on
west side of
Phase 3
Entrance
Woodland Phase 1
school grounds
(woodland project Main entrance Add seating
and naturalising Play in shade
Phase 1
north-west slope) Grove structure
• Develop walking
of trees
trail (tree trail) Phase 2
Baseball Grove
Phase 2
of trees
Circle
Sunnyview of trees
Public School Phase 1
Phase 3 Extend kindergarten
Phase 2 Tree trail play area
Emergency and Allée of trees
maintenance
vehicle
windows
Classroom
When making choices about your phase one plan, contact Board staff
who oversee school grounds. Early input from people with first-hand
experience can often help you avoid pitfalls and achieve greater success!
3.2 Complete a Detailed Phase shade their vegetable gardens or block

One Site Plan for Shade exceptional views.
and Energy Conservation
4. Visit other school grounds with shade
projects. See Evergreen’s Project Registry
Now that you’ve completed the conceptual
for a list of schools across Canada with
plan, it’s time to decide what your team will
greening projects. www.evergreen.ca/
focus on first. Take some time to explore a
en/registry/search.php
variety of design ideas and solutions for your
detailed phase one plan. See Sample Phase Your detailed phase one site plan for shade
One: Shading the Play Structure on next page. and energy conservation should include:
(See also Toolkit pp. 44.)
B the location for your project in relation
Start small and do it well! to the school
1. Keep your vision for shade small and B a planting plan – mark the location
manageable. This might mean developing of the trees and the shade they will
your project in stages, adding new cast. (See Toolkit pp. 56-57)
elements as funds become available B a species list of trees and shrubs
or as new individuals bring special skills with common and botanical names
to the project. (See Toolkit pp. 60-62)
B a materials list - include the types
2. Align the size and scope of your project
of built and natural elements you
with your EcoTeam’s ability to maintain
wish to incorporate into your design
the project throughout the seasons.
(e.g., rocks for seating, wooden pergola
3. Keep the neighbours on the perimeter or metal gazebo)
of the school grounds in mind - don’t
One team member can begin looking for funding
sources (See Toolkit p. 77) as other team
members are working on the site design
and getting approvals. Once you know
what you will be focussing on in the first
stage of your project, you can begin fundraising.

3.2 SAMPLE PHASE ONE: SHADING THE PLAY STRUCTURE
24
School
building
Hackberry
Benches
Play structure
Concrete edge
Red Maple

Tulip Tree
Silver Maple
White Ash
Trees planted along south and west side of play structure area, at 6m intervals, 2m from concrete edge.
3.3 Obtain Board Approvals 8 Detailed Phase One Site Plan
8 Tree Care plan (a task list and
Getting Board approval for your school
schedule)
ground greening project may be a multi-
step process, depending on your Board’s
3.4 Identify Priorities and
policies. Usually the school principal must
Develop the Action Plan
give initial approval to the plans. Often, the
department that is responsible for outdoor Consider using the School Improvement Plan
maintenance and landscaping will also want template to record your plans. The Targets
to see the proposal. Be flexible with your or Goals section corresponds to the priorities
design (have a few options) and be prepared for shade that came out of the planning
to do your project in phases. process. The Actions section corresponds
We recommend that you have the following to your detailed plans for adding shade.
information ready for review: Writing your project into the school plan
will demonstrate your school’s commitment
8 EcoReview Site Assessment for both to children’s health and conserving
Shade and Energy Conservation energy.
8 Existing Shade and Use Patterns Map
8 Conceptual Plan for Shade
The documents used to obtain

approvals may also be used
when completing funding
applications for your project.

SAMPLE SCHOOL IMPROVEMENT PLAN
26
Refer to your EcoReview Site Assessment Comments section as you complete your Action Plan below.

3.5 Create a Tree 3.6 Develop a Fundraising
Care Plan Strategy
Don’t let all your hard work come to nothing Fundraising is an essential part of all school
by neglecting maintenance! Especially ground greening projects. Every funding
at first, your new trees and shrubs will organization has specific requirements and
need special care. Over time, the need for often has a deadline for applications. Please
maintenance will decrease - the more you see the Fundraising section of the Toolkit,
plan for it in the beginning, the less work page 77.
there will be later. To learn more about
mulching, watering and tree protection,
turn to the Tree Care section of the Toolkit,
page 68.
Top Four Things You

Can Do For Your Trees…
1. Mulch your trees to protect them from physical
damage caused by lawn mowers and string trimmers.
2. Water regularly until new trees are established and
during dry periods.
3. Always have a protection strategy in place for new
trees (see pp. 71-74 for options).
4. Leave your leaves - they are the best natural fertilizer.

STEP 4. IMPLEMENT
THE ACTION PLAN
4.1 Prepare for Planting Day 8 Determine when your trees and/or
nursery stock will be available and select
Planting Day Checklist
a date for planting. Fall plantings are
8 Make sure you know where the highly recommended, especially if you
underground services are located on your
are unsure of the availability of summer
school grounds before you dig. Ask your
maintenance and watering.
custodian which utilities companies provide 8 Order your trees and shrubs as soon as
service to your school. Contact Ontario
funding is secured to ensure that your
One Call and other companies from which
stock will be available for planting day.
you require clearance (see below). 8 Notify the principal and any board
8 Take pictures of your site prior to grounds staff of the planting date
planting.
well in advance.
8 See if board staff are able to supply trees 8 Organize publicity and mobilize your
and what additional help they can offer
volunteers.
on planting day.
Call Before You Dig: Ontario One Call 1-800-400-2255

Ontario One Call is an umbrella organization that will inform you which companies offer
locating services in your area. However, it is your responsibility to contact the companies that are
not covered by Ontario One Call and have them come to your site to locate remaining services.
Give Ontario One Call one week’s notice and have the following information ready when you call:
B the address of your school B the closest cross street
B what side of the street your school is on B where you are planning to dig
Arrange clearance with each of the following (where applicable): Hydro One; natural gas provider; sewer and
water; telephone; cable. These companies will provide clearance numbers if all is clear, or a sketch detailing
service locations.
www.on1call.com

4.2 Planting Day 4. Have all the necessary tools available.
Check to see if your volunteers can
It’s essential to involve students on planting supply what is needed.
day. Create a work plan that organizes 5. Make it fun! Reward hard-working
students into crews with an adult supervisor. students with snacks and drinks during
Each crew will be responsible for a specific the day. Make sure student volunteers
task area. have gloves and sturdy shoes. Have
sunscreen available. Hats are a must!
1. Prepare your site by marking planting
areas with stakes, orange cones or spray
The tools you’ll need
paint.
B Shovels
2. Have one or two adults volunteer to
B Hoses (5/8”), hose nozzles
supervise the operation throughout the
day to: B Watering cans, sand play toy buckets for
a) ensure that work is carried on safely; smaller children to water and to carry
b) ensure that trees are planted mulch; plastic ice cream containers also
correctly, mulched, watered, trunk work well.
protection is applied, and that all B Wheelbarrows or plastic/metal wagons -
work is completed to the EcoTeam’s small wagons so younger children can
satisfaction. transport their tools and water/mulch
3. Make sure several people have copies buckets around the site.
of the Detailed Phase One Site Plan. B Rakes
Be sure to have your Tree Care plan in place so

that your newly-planted trees and shrubs will get
the care they need.

Take pictures of your project on planting
day. These photos can be used for
school newsletters, community
newspapers, and to show your
funders what you have accomplished.
Managing Private Suppliers 4.3 Celebrate Success!

Suppliers of large caliper trees will often
deliver, plant, mulch, stake, cage and Undoubtedly your project has taken a lot
guarantee their stock for 1 to 2 years. of time and planning and involved many
Make sure that you know what your volunteers. Take the time to gather
contract/arrangement includes. together, to acknowledge your efforts and
accomplishments! There are many ways
Nurseries will sometimes donate materials to celebrate your project after the planting
to schools or give a discount. However, day. Here are a few ideas: hold a school
they may not prepare the soil or plant the assembly in the newly defined space, have a
materials. If you get large caliper trees from ribbon cutting, organize an outdoor potluck
a nursery and planting is not included in picnic, or have older students give guided
the price, talk to board staff first and ask interpretive walks to younger students
if they will help you plant them. or other volunteers.
Having students write about their experiences in a greening project

can reveal the powerful connection between children and nature:
If I went inside a leaf I would see the roots sprouting and

hear the raindrops pitter patter. It sounds like a xylophone
in a marching band and while the raindrops fall the roots do
a little dance, and while all the leaves and stems are watching
a stem says, “They are so young and they learn so fast.”
Christina Lee, 5th grade
National Environmental Poetry and Poster Contest for Students,

River of Words

STEP 5. MONITOR AND
E VA L U AT E P R O G R E S S
Enhancing your school grounds is an If you used a formal planning document

ongoing process. Take the time to such as the School Improvement Plan included
evaluate what you’ve done to help you in here (see sample page 26), revisit the
establishing future goals and timelines. targets and the corresponding success
Have you met your goals of providing indicators. You may find that you have
more shade for students and teachers? achieved even more than you set out to do.
…sheltering buildings from hot summer
Once your evaluation is complete, you can
sun and strong winter winds? …learning
look ahead and begin to set new goals that
about native species that will bring back
draw on all that you have learned from
natural communities?
your project so far!
One of the most powerful elements of naturalized

school grounds is the change that occurs in cycles—
from the daily and seasonal to the annual and beyond.
The power of a changing landscape is that it captures
the imagination and stimulates the mind while
simultaneously stirring the emotions. Celebrating
annual events is a marvelous opportunity to connect
the school community to the local landscape.
Evergreen, All Hands in the Dirt.

Designing for Shade and Energy Conservation
Toolkit
Sample Letter to Announce your Project 34
Volunteer Opportunities 35
Questionnaires for Shade and Energy Conservation 36

(Student, Teacher, Parent, Custodian, Principal)
Canopy Density Guide 42
EcoReview Site Assessment of Shade and Energy Conservation 43
Planning for Shade

Use of existing shade 44
Design ideas using natural shade 44
Choosing effective locations for your shade trees 56
Tree planting distances from built objects 58
Choosing native trees and shrubs for shade and energy conservation 59
Guidelines for Tree Planting

Tree size 63
Planting in turf 64
Planting in poorly drained soils 65
Planting in asphalt 66
Planting near salt run-off 67
Tree Care
Maintenance 68
What to do during the summer months 75
Fundraising
Writing funding applications and proposals 77
Sample budget 79
Fundraising and donation ideas 80
Funders 80

SAMPLE LETTER TO ANNOUNCE
YOUR PROJECT
(You may want to ask the principal if your committee can use school stationery for this letter –
and even ask if s/he will co-sign it!)
Date
Dear Neighbours, Parents, Teachers and Students,
[School Name] is initiating a project to design our school grounds for shade and energy conservation.
We will focus on creating shade for our students in areas where they play, are dropped off or picked up, line
up for classes and gather to eat and socialize. Providing shade is critical to protect students from the sun’s
harmful rays.
B Children spend up to 25% of their school day outside and are typically on the school grounds during
the periods of highest UVR exposure - between 10 a.m. and 4 p.m.
B Research shows that one in seven children born today will develop skin cancer in their lifetime
(Canadian Dermatology Association).
B Shaded areas also cool air temperatures on school grounds, making playing and learning outdoors
more enjoyable.
Shading the school building is also important for reducing both heating and cooling costs, thus saving
energy and reducing climate-changing greenhouse gas emissions.
We will be looking at ideas for creating more shade - planting trees, shrubs and vines, building shade
structures, and providing seating in shaded areas.
We welcome your input and involvement in this project. We need the support and effort of the entire
school community to be successful and we want to hear from you!
Please join us at our upcoming meeting [date, time, location] to share your thoughts and ideas about the
school ground. [If you can provide childcare, say so here.]
Sincerely,
[name]
[title — if there is one]
on behalf of the [School Name] EcoTeam

VOLUNTEER OPPORTUNITIES
1. Name: ______________________ Phone number or e-mail: ______________________
2. I am: 8 a student 8 a parent 8 a school board member 8 a teacher

8 a neighbour 8 a community member 8 an administrator
8 maintenance staff
3. What are some of your ideas for planting trees for shade and energy conservation
at our school? _________________________________________________________
_____________________________________________________________________
4. Would you be willing to help with any parts of the project? What might you be interested
in doing? Please place a check mark beside the areas where you could help.
P LANNING D OCUMENTATION AND R ESEARCH

drawing maps taking photographs/videotaping
collecting tools researching native trees species for shade
designing the space contacting other schools for useful tips
delivering questionnaires keeping a journal of the project
compiling questionnaire results researching safety issues
surveying neighbours researching the history of the site
involving the younger students preparing a field guide for the site
helping with a shade assessment clipping newspaper articles/filing
organizing a launch celebration
P UBLICITY
F UNDRAISING creating newsletters
writing funding proposals writing articles
organizing an event painting signs
canvassing the neighbourhood creating murals
approaching various local groups and businesses putting up posters
creating an adopt-a-tree program delivering information to neighbours
bookkeeping preparing media releases
P LANTING AND I MPLEMENTATION M AINTENANCE

planting trees and shrubs watering during summer months
making shade structures creating a year-round tree care schedule
building seating areas overseeing safety inspections for built
organizing volunteer work bees structures
creating pathways mulching
5. Please list other ways that you might be able to help. ___________________________
_____________________________________________________________________
_____________________________________________________________________

QUESTIONNAIRE FOR SHADE
AND ENERGY CONSERVATION Student
1. What times of the day do you gather/play in the school grounds? __________________
____________________________________________________________________
____________________________________________________________________
2. What do you do in the school grounds? _____________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Where do you like to play or be? __________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. Is there shade where you gather or play? Yes 8 No 8
5. What would you like to see done on your school grounds to increase the amount of shade
and make it more comfortable?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Note: You may wish to modify this form for secondary students.

Questionnaires

AND ENERGY CONSERVATION Teacher
We are looking at ways to shade the school grounds to improve children’s health and conserve
energy. We’re interested in knowing your views on these issues. Please complete this
questionnaire and return it to the EcoTeam or Principal by ______________ (date).
Part A. Shade for Students

1. Do you use the school grounds for teaching curriculum?________________________________
If yes, where? ________________________________________________________________
2. What subjects do you teach in these areas? __________________________________________
At what time of day? ______________________ For how long ? ______________________
3. Is there shade in these areas? Yes 8 No 8

If yes, is there adequate comfortable seating in the shade in these areas? Yes 8 No 8
4. In your opinion, where do the majority of students play or gather on the school grounds, e.g.,
neat the school building (asphalt play areas), sports fields, baseball diamonds, etc.?
Please express your comments as percentages, e.g., 50% of students play within 25 metres of the
school building on the asphalt, 20% play in the sports fields, 30% play on the play structure.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Are there shaded and/or sheltered areas which are out of bounds to students during recess and
lunch time? Yes 8 No 8. If yes, could these areas become accessible if additional supervision
or new boundaries were instituted? Please explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
continued...

Questionnaires
6. What are your thoughts and/or recommendations (e.g., changes, additions) for increasing the
amount of useable shade on the school grounds to make them more comfortable and safer for
play and learning outside?
___________________________________________________________________________
___________________________________________________________________________
7. Any other comments? __________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Part B. Shade for Energy Conservation

1. Does your school have air conditioning? Yes 8 No 8
2. Is the school building uncomfortable during hot days – for instance, are classrooms on the
south/west sides too warm? Yes 8 No 8 Don’t know 8
3. Is it uncomfortable being out on the school grounds in winter because of strong winds?
Yes 8 No 8 Don’t know 8
4. Would you be willing to devote class time to a greening project focused on shade and energy
conservation if the planning, development, maintenance and use could become part of delivering
the curriculum? Yes 8 No 8

Questionnaires

AND ENERGY CONSERVATION Parent
We are looking at ways to shade our school grounds to protect students from harmful sun
exposure and to conserve energy. We’re interested in knowing your views on these issues.
Please complete this questionnaire and have your son or daughter return it to the
school by _______________ (date).
1. Are there places to get out of the wind and sun on your school grounds?
Yes 8 No 8 If yes, where? ___________________________________________________
Are students allowed to be there? _________________________________________________
2. Do you think there is enough shade where students gather/play on the school grounds?
Yes 8 No 8 If no, which areas do you think need more shade? Please list.
___________________________________________________________________________________
___________________________________________________________________________________
3. Is there existing shade in ‘out of bounds’ areas (e.g., the front of the school or back of the sports
fields)? Yes 8 No 8 If yes, please list.
___________________________________________________________________________________
___________________________________________________________________________________
4. Is the school building uncomfortable during hot days – are classrooms on the south and south/west
sides too warm? Yes 8 No 8 Don’t know 8
5. Would you be willing to devote volunteer time to planning, designing, implementing or

maintaining a greening project focused on shade and energy conservation at your school?
Yes 8 No 8 If yes, please contact the school for information about volunteer opportunities.
6. Any other comments?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Questionnaires

AND ENERGY CONSERVATION Custodian
We are currently looking at ways to shade the school grounds to improve children’s health and
conserve energy. We are interested in knowing your views on these issues. Please complete
this questionnaire and return it to the EcoTeam by _________ (date).

1. Do you think there is enough shade where students play/gather on the school grounds?
Yes 8 No 8
2. If no, please indicate which of the following you would choose to increase shade for students:
8 large shade trees
8 shrubs
8 metal shade structures – (e.g., gazebo)
8 wooden shade structure
8 other _______________________
3. What, if any, are your concerns with regard to the placement of these elements on the school ground?
___________________________________________________________________________________
___________________________________________________________________________________

1. Does your school have a large open asphalt play area on the south and south/west exposures of the
building? Yes 8 No 8

If no, do you receive or notice increased complaints from staff and students as a result of higher indoor
temperatures during hot days? Yes 8 No 8 If yes, in what part of the building does this occur?
____________________________________________________________________________
3. Are there high wind speeds during winter months on the north and western exposures of the
building? Yes 8 No 8 Don’t know 8
4. Are there maintenance issues you would like to see addressed in the plan for the project?
___________________________________________________________________________________
___________________________________________________________________________________
5. Any other comments?
___________________________________________________________________________________

Questionnaires

AND ENERGY CONSERVATION Principal
Please complete this questionnaire and return it to the EcoTeam by ________________ (date).

1. In your opinion, where do students gather on the school ground, e.g., near the school building
(asphalt play areas), sports fields, baseball diamonds, play structures etc.? Please express your
comments as percentages, e.g., 50% of students play within 25 metres of the school building
on the asphalt, 20% play in the sports fields, 30% play on the play structure.
___________________________________________________________________________________
___________________________________________________________________________________
2. Are there areas that could provide shade and/or shelter, but are out of bounds for students during
recess and lunch time? Yes 8 No 8. If yes, could they become accessible if additional supervision
or new boundaries were established? Please explain.
___________________________________________________________________________________
___________________________________________________________________________________
3. Do you have any current concerns about supervision on the school grounds? Please explain.
___________________________________________________________________________________
___________________________________________________________________________________
4. What are your recommendations (e.g., changes, additions) for increasing the amount of useable
shade on the school grounds to make them more comfortable and safer for gathering/play and
learning outside?
___________________________________________________________________________________
5. Any other comments? _________________________________________________________

1. Does your school have a large open asphalt play area on the south and southwest sides of the
building? Yes 8 No 8

If no, do you receive or notice increased complaints from staff and students as a result of increased
indoor temperatures during hot days - especially with regard to rooms located on the south and
southwest sides of the building? Yes 8 No 8 Don’t know 8
3. Are there high wind speeds during winter months on the school grounds on the north and western
exposures of the building? Yes 8 No 8 Don’t know 8

CANOPY DENSITY GUIDE
The canopy density guide will help you assess the level of UVR protection provided by different trees.7
View the tree canopy against the sky and compare with illustrated leaf/canopy patterns.
Estimate which pattern of sky and leaves most closely approximates the observed canopy.
Heavy – over 90% UVR protection

[all Maples, White Ash, White Spruce, etc.]
Good protection from direct UVR. Protection from
indirect UVR will depend on canopy size and where
a person is positioned under the canopy. Suitable for
long-stay use if personal sun protection measures
are also used.
Medium – around 60% UVR protection

[Kentucky Coffee, Hackberry, White Cedar, etc.]
Filtered shade provides low level of protection from
direct and indirect UVR. Suitable for short-stay use
only. Personal sun protection measures should also
be used.
Light – less than 30% UVR protection

[Black Locust, Nannyberry, etc.]
Poor protection from direct and indirect UVR.
Suitable for transit shade only.
7
J.S. Greenwood, G.P. Soulos and N.D. Thomas, Undercover: Guidelines for shade planning and design. Sydney: NSW Cancer Council
and NSW Health Department, 1998, p. 76.

ECOREVIEW SITE ASSESSMENT FOR
SHADE AND ENERGY CONSERVATION
Date: _______________
Build upon data gathered from questionnaires, mapping and canopy density results.
Target/Goal: Provide natural shade on school grounds to protect students and staff from
exposure to solar UVR and to conserve energy
Provide shade for UVR protection.

Note: Determine whether the areas listed below are Sufficiently Increase the Critical time of day Comments
shaded during the most critical times of the day for shaded or amount of shade is needed
your students, i.e., morning recess, physical education sheltered shade
periods, lunchtime and/or afternoon recess.
1. Active play areas near the school building including

asphalt play areas, adjacent to basketball courts,
hopscotch, ball hockey courts, etc.
2. Play structures
3. Sand play areas
4. Meet-and-greet areas - where parents/buses pick

up and drop off children
5. Spectator areas adjacent to baseball diamonds
6. Spectator areas adjacent to sports fields
7. Perimeter of school grounds
8. Connecting corridors and pathways into school

grounds
9. Front of the school/areas that are out of bounds
Provide natural shade on school grounds to improve comfort and conserve energy
10. Next to school buildings on the south and

southwest sides
Block winter winds to conserve energy
11. Trees and shrubs planted as a windbreak to reduce

wind speeds and provide a shelter effect to the
north and western exposures of the school building

PLANNING FOR SHADE
Use of existing shade the success of your project. The effectiveness
of natural shade depends on the density of
B Reschedule activities outside of peak UVR
the foliage (leaves). In the case of coniferous
times (11:00 a.m. and 4:00 p.m.)
trees, their lower branches can be pruned
B Make program and supervision changes
to 2 metres once they are approximately
that will allow the use of existing shade.
10 metres high, allowing people to seek
B Add seating under existing trees.
shade under their canopy.
Design ideas using natural shade
The design ideas on the following pages
Trees in a school ground setting must be able will help the team to envision a variety
to withstand harsh growing conditions and of possibilities for providing shade on the
the rigours of play. Planting larger trees and school grounds.
placing them well helps ensure survival and
What other types of shade are there?

Willow structures
Willow can be used in creative ways to provide shade for children. For interesting
and functional design ideas see the Living Willow website. www.livingwillow.com
Built shade - gazebos, shade sails

Built structures out of wood or canvas are another way to provide shade and
shelter for students and staff. Visit the following websites to view a variety of
design options.
Playshade - www.playshade.co.uk/
Sun Safety for Kids - www.sunsafetyforkids.org/shade.htm
Combination of natural and built shade

Natural and built elements can combine to provide effective shade in several ways.
See John Greenwood’s comprehensive guide* on environmental strategies for UVR
protection and visit his website for current research and information on designing
for shade. www.shelterstrategies.com.au/paper.htm
* Undercover: Guidelines for shade planning and design can be purchased by contacting
the Cancer Council South Australia - Email: tcc@cancersa.org.au

Planning for Shade
Tree form
When designing for shade consider tree broad and narrow shapes to achieve higher
size and form at maturity. Trees with broad rates of shade coverage. See pages 81-82 of
crowns and dense foliage provide the best the Resources section for recommended field
protection from UVR. However, trees with guides that will provide this information.
narrow form can be planted in a mix of
UPRIGHT OR OVATE PYRAMIDAL

COLUMNAR
ROUND OR
VASE-SHAPED GLOBE-SHAPED

46
SHADING ACTIVE PLAY AREAS AND THE BUILDING – Trees in asphalt

Shade active play areas to cool down classrooms and conserve energy by planting trees 7m from the foundation of the schoolbuilding.
N A d d r o c k s f o r s e a t i n g a n d y o u ’l l b e p r o v i d i n g a c o m f o r t a b l e s h a d y p l a c e f o r s t u d e n t s a n d s t a f f t o s i t .
Planning for Shade
SEATING IN SHADE – Natural gazebo or grove of trees
47
N
P l a n t i n g o n e t r e e i s n ’t a s e f f e c t i v e a s p l a n t i n g m a n y i n a g r o v e t o f o r m a n a t u r a l g a z e b o f o r s h a d e . P l a n t a m i n i m u m
of 6 trees 6m apart in a grouping. Mulch to a depth of 15cm underneath the trees and add rocks for seating.
Planning for Shade
SEATING IN SHADE – Shade for spectators
48
N P r o v i d i n g s h a d e w h e r e s t u d e n t s , s t a f f a n d p a r e n t s g a t h e r t o w a t c h s p o r t s e v e n t s i s a n i m p o r t a n t p a r t o f y o u r s h a d e s t r a t e g y.
P l a n t t r e e s i n a r o w 8 - 1 0 m f r o m b o u n d a r y l i n e s . I f t h e r e i s e n o u g h r o o m p l a n t a s e c o n d r o w t o c r e a t e a n a l l ée o f t r e e s .
Planning for Shade
SEATING IN SHADE – Grove of Evergreens
49
N
Plant evergreens 6m apart in a grove. Mulch to a depth of 15cm and add rocks to provide seating.
Planning for Shade
SEATING IN SHADE – Trees adjacent to asphalt play area
50
N
Plant a combination of evergreen and deciduous trees. Mulch to a depth of 15cm and add logs to provide seating.
Planning for Shade
SEATING IN SHADE – Habitat project
51
N
Plant a combination of trees and shrubs. Mulch to a depth of 15cm and add rocks or logs to provide seating.
Planning for Shade
Planning for Shade
Natural materials for seating B Do place logs at least 2 m apart to

in the shade discourage students’ jumping from one
to the other.
Logs: Do’s and Don’ts
Logs are a short-term solution to creating Rocks
seating or edging for a garden. Here are Armour stone (square or rectangular shaped
a few guidelines for the use of logs on stone) has been used successfully on school
school grounds. grounds for informal seating. The following
guidelines allow for the safe placement of
B Do use logs from hardy disease-free tree these large rocks.
sources. Use hardwoods only such as oak
to ensure longevity. Try to peel the B Ensure height is comfortable for students
bark from the logs to discourage insect to sit on - between 40 - 45 cm above the
infestations. mulched surface.
B Don’t use logs from old or sick trees B Place rocks right up against each other
that have been felled. These logs attract or space them out according to your
carpenter ants, termites, raccoons, wasps preferred design. When placing them
and rodents, rot quickly and can spread randomly or in a circle in the landscape
disease to other trees on your grounds. leave a 2 m distance between them
to discourage students from jumping
B Size is important: logs should be a
from one to the other.
minimum of 45 cm in diameter; this
allows them to be dug into the ground B Provide a soft bed of wood mulch around
8 cm to prevent rolling. rocks - approximately 10 - 15 cm in
depth.
B Do mulch around logs to a 10 cm depth
to secure them.
Forestry and tree removal companies are eager to

get rid of logs and will often dump them
free of charge on school property.
Contact your board’s ground staff before
accepting free logs. It can be very difficult
to dispose of them once they begin to rot.

SHADING THE PLAY STRUCTURE
53
N
Plant trees on the south and southwest sides of a play structure area. Maintain a 2m distance from the outer limit of the
fall zones and/or from the timber or concrete curbing surrounding the perimeter of the play structure.
Planning for Shade
ALLÉE OF TREES
54
Planting double rows of trees 6m apart creates a dense canopy of green along pathways and trails and offers natural
protection from UVR.
N
Planning for Shade
Planning for Shade
Windbreaks and hedgerows Schools can incorporate these features on

their grounds to make it a more comfortable
Trees and shrubs can create screens between and inviting place for play and learning (as
different areas and provide protection and well as providing habitat for wildlife).
comfort from sun and prevailing winds.
For more about designing windbreaks, hedgerows and living fences see Evergreen’s resource
Design Ideas for the Outdoor Classroom, available on the Evergreen website at www.evergreen.ca
Remember, keeping sight lines clear to maintain good visibility is particularly important in
designing school greening projects!
Did you know…

B Windbreaks planted on the north and west sides of
a building can reduce heating costs by up to 20%.
B A windbreak can reduce wind speed for a distance

of as much as 10 times the windbreak’s height.

Planning for Shade
Choosing effective locations for your shade trees

Consider the movement of the sun, and make sure that the shade is where you want
it when you want it.
Tree shadow template - To determine the tree shadow:

Where does the shade fall? 1. Place a circle on your site map to
Use the tree shadow template below to see represent the tree.
what direction the shade is being cast by 2. Draw a line from the center of the tree
the trees you are planting. This will help toward North on the map.
you determine where seating should be 3. Place two more lines at a 45° angle from
placed and if the shade will be cast where the centre line.
you want it when you want it (i.e., during 4. The shade from the tree will fall between
peak sun periods). the 45° angles at noon.
When planning for shade consider these questions…

B Where and at what time of day will the shade be cast?
B Where does the shade of neighbouring trees fall? Will this affect the trees you
are planting?
B Are there any obstructions overhead? Will your trees grow into these?
B Will the tree’s canopy hang over a neighbour’s yard?
B Are you choosing nut trees? Check to see if your Board has a policy
prohibiting the planting of nut trees because of allergies.
B Are there obstructions underground (i.e., utility pipes or wires)?
Refer to your site plan.

Planning for Shade
Plant trees in a configuration to maximize shade
From Evergreen’s
Learning Grounds Guide
for Elementary Schools
Shading Hills and Berms

Students love hills and berms and many schools
want to plant trees on them. Keep hills under
90 cm with gradual slopes of 20-25% and plant
the trees on flat ground at the base of the slope.

Planning for Shade
Tree planting distances from built objects

All distances are measured as a radius and are expressed as minimum distances. Your Board
may have its own guidelines or standards about tree planting distances from built objects;
check with your Operations/Facility Services department.
O BJECTS D ISTANCES
Spaces between trees 5-7 m
Seating 2m
Rocks, benches, picnic tables, game boards
Play structure 2m
(measure from outside the fall zones and/or
from the timber or concrete edging surrounding
the perimeter of the installation)
Base of a slide 4m
School building 7m
Fence lines 2m
(respect neighbours’ views)
Walkways 2m
Edge of asphalt 2m
Running track 5m
(no trees or shrubs should be planted on the inside of the track)
Soccer and football boundary lines 8-10 m
Fire hydrants 6m
Flag poles 10 m
(adjust according to branching patterns)
Maintaining visibility
B Avoid blocking night lighting or interfering with security cameras.
B Remove low branches of large shrubs in areas where visibility is a concern.
B Adjust patterns of supervision and routine observations of school grounds to reflect

the new plantings.

Planning for Shade
Choosing native trees and shrubs

for shade and energy conservation
Native species of trees and shrubs are Use of non-native species

recommended because they are hardier Sometimes non-native species are required
for the tough growing conditions of to fulfill a particular goal (e.g., maintaining
school grounds. clear access routes). In these cases, the
following guidelines are suggested:
What are native species?
Native species of trees and shrubs are those B Ensure that the non-native is non-
that occur in the region in which they have invasive and that it will not spread
evolved. Plants evolve over time in response into nearby natural habitats (e.g.,
to climate and interactions with other Norway Maple and Chinese Elm are
species inhabiting the community. Thus prolific seed producers and can easily
native plants possess certain traits that invade nearby green spaces).
make them uniquely adapted to local B In areas around buildings or access
conditions. There are three main benefits routes, select columnar or dwarf
of using native species in your greening species that are cultivars of native
project: species or non-invasive non-native
species (e.g., Pyramidal Oak) so that
B Native species require little to no
maintenance does not become a
watering once established.
problem.
B Native species have evolved with local
insects and wildlife, providing them
with food and habitat.
B Native species offer us the opportunity
to study plants that are part of our
natural heritage.

Planning for Shade
Native trees and shrubs

The following is a sample list of shade trees and shrubs native to Southern Ontario. See the
Native Plant Database on the Evergreen website for a list of recommended trees and shrubs
to plant on school grounds in your particular region. www.evergreen.ca/nativeplants
Nut trees have not been included in this list because of potential student allergies. American
Beech and Bur Oak are native nut trees that may be suitable for planting on school grounds.
Check to see if your Board has policies on planting nut or fruit trees. The Board’s grounds staff
may be able to help you select trees and shrubs best suited for your site.
Native Deciduous Shade Trees
COMMON SCIENTIFIC HEIGHT AT GROWTH SILHOUETTE WILDLIFE VALUE SEASONAL

NAME NAME MATURITY RATE * AND SPREAD INTEREST
Sugar Maple Acer 20-30m Slow Provides food and Fall colours red,
Saccharum shelter for birds orange, yellow
and butterflies
1 4 - 2 5m
Red Maple Acer rubrum 20-25m Medium Especially favoured Fall colour bright red;
by squirrels, flowers are red in
chipmunks and birds dense clusters and
1 2 - 1 8m bloom in March-April
Silver Maple † Acer 20-35m Fast Trunk sections may Fall colour pale
Saccharinum become hollow and yellow or brown
provide habitat for
squirrels, raccoons
1 2 - 1 8m and other animals
Basswood/ Tilia americana 20-35m Medium Fragrant yellow Fall colour pale
American flowers are an yellow or remain
Linden excellent source of green
nectar for bees and
12-16m other insects
Ironwood/ Ostrya 10-12m Slow Seeds eaten Fall colour dull

Hop-Hornbeam † Virginiana by squirrels yellow; flowers are
Attract birds and green/brown
butterflies
6-8m
* Tree Growth Rate: Slow=<30 cm/yr Medium=31-65 cm/yr Fast=>66 cm/yr

† Asphalt Tolerant: This indicates that the species has proven to have a good survival rate when planted
in asphalt play areas on school grounds in the Toronto District School Board.
Best Shade Tree: refers to the sun-blocking ability of the tree.

See Toolkit p. 42.

Planning for Shade
Native Deciduous Shade Trees (continued)

White Ash † Fraxinus 20-30m Medium Seeds are eaten Fall colour purple-
Americana by birds yellow; flowers are
purple and bloom
1 5 - 1 8m in April-May
Tulip tree Liriodendron 25-30m Fast Seeds provide food Fall colour yellow;
tulipifera for birds and squirrels flower colour greenish
Attracts bees yellow and blooms
8-12m in June
Kentucky Gymnocladus 18-25m Medium White flowers in Fall colour yellow;

Coffee dioicus spring attract insects leaves appear late
in spring
1 2 - 1 5m
Hackberry Celtis 12-18m Medium Birds are attracted to Fall colour yellow
occidentalis the fruit
1 2 - 1 8m
Native Coniferous Shade Trees

White Cedar Thuja 10-15m Slow Excellent food and Needles turn bronze
occidentalis shelter for birds colour in winter
3 - 5m
White Pine †
Pinus 25-30m Medium Provides food and Cones open in
strobus shelter for birds September and seeds
fall over the winter
6-12m
White Spruce † Picea glauca 20-30m Fast Excellent food and Cones open in
shelter for birds September and seeds
fall over the winter
3 - 7m
* Tree Growth Rate: Slow=<30 cm/yr Medium=31-65 cm/yr Fast=>66 cm/yr

† Asphalt Tolerant: This indicates that the species has proven to have a good survival rate when planted
in asphalt play areas on school grounds in the Toronto District School Board.
Best Shade Tree: refers to the sun-blocking ability of the tree.

See Toolkit p. 42.

Planning for Shade
Large Native Deciduous Shrubs for Shade
COMMON SCIENTIFIC HEIGHT AT WILDLIFE FRUIT FLOWERS

NAME NAME MATURITY VALUE SEEDS
Downy Amelanchier 5-10m Provides food and shelter White flowers in April-May;
Serviceberry arborea for birds purple/red fruit in Sept.
Shadblow Amelanchier 5-10m Provides food and shelter White flowers in April-May;
Serviceberry Canadensis for birds blue/black fruit in Sept.
Nannyberry Viburnum 4-7m Provides food and shelter White flowers in May-June;
lentago for birds blue/black fruit in Aug-Sept.
Staghorn Rhus typhina 1-6m Provides food and shelter Yellowish flowers in June-July;
Sumac for birds red fruit cones in July-Aug.
Elderberry Sambucus 1 - 3m Provides food and shelter White flowers in June; edible
canadensis for birds and butterflies black berries in Aug.-Sept.
Pussy Willow Salix spp. 2-10m Flowers are an early food White/cream flowers in Mar.-
discolour source for bees and provide April; brown fruit in fall
material for hummingbird
nests
Alternate Cornus 3 - 5m Provides food and shelter Pale yellow flowers in June;
Dogwood alternifolia for birds bluish-black fruit in August
Did you know…

Large shrubs and small trees planted in hedgerows and living
fences are also useful for shading sidewalks and buildings.
They help reduce the heat that is reflected off asphalt surfaces,
and because cool air settles near the ground, air temperatures
directly under trees can be as much as 10 degrees Celsius
cooler than air temperatures above the asphalt.
“Windbreaks, Corridors, Hedgerows and Living Fences”,
Common Grounds, Evergreen

GUIDELINES FOR TREE PLANTING
Tree size As you begin

B It is recommended that trees meet B While the trees are still laid out
minimum size requirements to greatly on the ground, take off all the ties,
improve the chances of survival. nursery tags and canopy ropes before
Deciduous trees should have a trunk planting.
width or caliper of between 70 and B When the tree is in the hole remove
75 mm with a 1.75-2.15 m clear the top 1/3 of the wire basket, peel
stem (no branching) from the base back burlap (cut excess off) and
of the trunk to the first set of branches. remove ropes that surround the trunk.
Coniferous trees should be 2.5 m tall. B Have a tree protection strategy
in place when you plant new trees
(see pages 71-74).
Clear stem from

top of rootball
to first branching
70-75mm caliper
(trunk diameter)
2m

Planting in turf
a) Dig a wide hole the height e) Backfill to 1/3 the rootball depth
of the rootball and twice and tamp to stabilize rootball
its width. The top of the and prevent air pockets.
rootball should be level
with the surrounding f ) Continue to backfill until the
ground. rootball is covered. Mound
backfill slightly to make
b) Be sure that the a saucer of soil around the
sides of the hole tree - see illustration.
are scarified*
to help roots g) Water the entire backfill area
penetrate until saturated. Add
surrounding more soil to compensate
soil and to for settling if needed.
increase drainage.
h) Apply 10-15 cm of tub grinder
c) Be sure that the rootball wood mulch to a diameter of 2m.
rests on solid ground (no less than 1/2 a cubic yard per tree).
before backfilling. Keep mulch weeded and replace annually.
d) Begin to fill the hole in around i) Using a standard 5/8” hose,

the tree with a blend of 3/4 local soil set water flow on low and
and 1/4 composted soil amendments. remove all soak the mulched area for
nursery tags approximately 15 minutes.
15 cm layer of mulch
remove all
saucer of soil ropes and ties
rootball
dig hole at a 45O angle
fold back burlap
remove top 1/3

* scarified – when digging the hole for of wire basket
the tree make sure the sides of the hole
are rough not smooth.

Planting in poorly drained soils slightly out of the ground and amending
with sharp sand that drains well, you can
Many schools have poorly drained, heavy improve the tree’s chances of survival.
clay soil that retains water for long periods
of time. By raising the tree’s rootball
a) Dig a wide, shallow hole that e) Continue to backfill until the rootball
is twice the width of the rootball is covered. Mound backfill slightly
and only 1/2 as deep. to make a saucer of soil around
the tree - see illustration below.
b) Be sure that the rootball
rests on solid ground. f ) Water the entire backfill area
until saturated. Add more
c) Begin to fill in the hole soil to compensate for
around the tree with settling if needed.
a blend of 3/4 local soil
and 1/4 sharp sand. g) Mulch over soil with 10-15cm of wood
mulch to a diameter of 2m (no less
d) Backfill to 1/3 the than 1/2 a cubic yard per tree). Keep
rootball depth and tamp mulch weeded and replace annually.
to stabilize rootball and
prevent air pockets. h) Modify watering schedule to suit the
drainage conditions - watering
heavy clay soils too much will
drown your tree.
metal T bar Note:

If you are planting a grove of trees
in a wet area, plant everything
10-15 cm above grade to raise
soil saucer the whole planting area.
mulch
rootball
grade (surface)
remove top 1/3

of wire basket
fold back burlap

Planting in asphalt asphalt. The following is a technique that’s

proven to be successful on school grounds.
Planting trees to provide shade where
children play often means putting them in
a) Make a minimum 85cm (73”) f ) Never lay turf stone at the

square cut into the asphalt. time of planting. Trees must be
watered for several weeks to let
b) Remove asphalt leaving soil and sand materials settle.
a 10cm ledge of granular
base around the inside g) Top up with sand as
perimeter of the asphalt necessary before laying stone.
cut to allow for a firm
base for the turf stone h) Three weeks after
to sit on. planting lay turf stone.
See illustration below.
c) Excavate all gravel and soil to
a depth of the rootball plus 10cm i) Backfill spaces in turf stone with
to accommodate the sand layer sand or use a soil mix for growing
and turf stone (turf stone must grass seed.
be laid on a bed of sand). Scarify
edges of hole to avoid smooth surfaces. j) Using a standard 5/8” hose,
set water flow on low and soak
d) Place tree in the hole and begin backfilling the area for approximately
with 3/4 local soil and 1/4 composted soil 15 minutes.
amendments up to 1/3 of the rootball.
Tamp to stabilize and prevent air pockets.
Throughly soak the backfilled area. Add
more soil if necessary.
e) Place a 2”x4” board across the hole and

continue to backfill to 10 cm below the
board – this is to ensure that there is enough
space for the sand and for the turf stone
layer to be laid flush with the surrounding 60cm x 60cm 85cm
asphalt surfacing.
turf stone
sand
detail of turf stone

layout (bird’s eye view)
rootball
fold back burlap
remove top 1/3

of wire basket

Planting near salt runoff walkways or exits), we recommend the

following:
If you’re planting trees in areas where
there’s a danger of salt damage (e.g., near
a) Saw cut the asphalt at

2.1m (83”) square.
b) Leave 15cm lip of

granular base all
around the inside
of the asphalt cut
to provide a
secure base
for the timbers.
c) To plant trees follow

the steps for planting
in asphalt (see
previous page).
d) Plant in a square box planter Note:

built of 6”x 6” timbers. The height If you are planting near an entrance or exit,
should be 30cm (12”). plant the trees with the turf stone treatment;
in all other areas use mulch inside the
e) Timbers only need to be set down
planter to protect tree roots.
2-3cm below the top of the asphalt
surfacing.
Avoid planters made of pressure-treated
lumber. It can contain arsenic and other
toxic chemicals. Consider using plastic
composite products. For an example of
products made from recycled materials,
visit www.xpotentialproducts.com
The height should

be 30cm (12”).

TREE CARE
Maintenance down weeds! Apply a minimum of 1/2 a

cubic yard* of tub grinder wood mulch**
Mulching: around the base of your newly planted trees
the key to healthy trees (10-15cm deep to a diameter of 2m from the
Mulching has many benefits: mulch keeps base). Top up the mulch around your trees
roots cool, retains moisture, protects roots every year. For older trees mulch out
from foot traffic, reduces erosion and soil to the drip line from the trunk to ensure
compaction, prevents runoff and improves you are protecting the tree’s root system.
the organic content of the soil. It also keeps
drip line
drip line
mulch
* Most landscape supply companies use imperial measures.

** Tub grinder mulch is a wood mulch product that has been ground down into a fine fibrous material
which binds together.

Tree Care
Note that wood mulch (a ground-up fibrous Plan an annual spring or

material) is preferable to wood chips. Chips fall mulching bee. Get the
appropriate official at your
are often offered free but come with a host
Board to arrange for a load of
of problems. They can become a hazard if mulch to be dropped off at the school and
they get thrown by a lawnmower or become get the students involved in spreading it at
used in careless play. Also, during storms the base of all existing and newly-planted
trees in the school grounds.
wood chips can plug up catch basins and
cause flooding.
Watering
How much mulch? Newly planted trees will need summer
You can order large quantities of mulch watering until they become established
by the cubic yard from your grounds (approximately three years).
and maintenance department or from a
landscape supply company. Calculate the Give your newly planted trees a deep
amount of mulch you need by measuring watering during June, July, August and
the size of the area you want to cover with September.
mulch. Perform this easy calculation to B For trees in turf, water each tree for a
determine the amount needed in cubic yards: minumum of 6 minutes twice a week,
length x width x depth using a standard 5/8” hose.
B For trees planted in asphalt, set water
(express as a fraction of a foot) / 27
=cubic yards flow on low and water for a minimum
10 minutes 3 times per week.
e.g. 6’ x 6’ x 6” (.5 of a foot)= B Give established trees a drink during
18 cubic feet /27=.7 cubic yard dry periods.
See page 76 for watering schedule sign-up

sheet.

Tree Care
Weeding Pruning for health involves removing

Weeds will compete with your newly diseased or insect-infested wood, thinning
planted trees for water and space. Check for portions of the tree to increase airflow
and remove weeds regularly. Mulching on and reduce pest problems, and removing
an annual basis will reduce weed growth. crossing and rubbing branches. Pruning
encourages trees to develop a strong
Trimming and pruning structure and reduces the likelihood of
With newly planted trees remove only damage during severe weather. Removing
broken or badly damaged branches. Begin broken or damaged limbs encourages
a regular pruning program the second or wounds to close. For more details on
third year after planting. The two main when to prune, contact your grounds
reasons for pruning shade trees are safety department, or a nursery or consult with
and health. a local arborist.
Pruning for safety involves removing Replacing damaged plants
branches that hang low or could break and If you can keep your project in good
fall, trimming branches that interfere with condition people will show it more respect
lines of sight on playgrounds, reach into than if it looks beaten-up and damaged.
play structures or block surveillance Contact your custodian to report any dead
cameras. Safety pruning can be largely or dying trees on your school property.
avoided by carefully choosing species that Remove and replace dead trees right away.
will not grow beyond the space available
to them, and have strength and form suited
to the site.

Tree Care
Tree protection 4. The bottom of the cage should be 15cm

above grade so that you can weed and
Mulch protects trees against many ills, clean garbage at the base of the tree.
as described earlier. However, if you’re This gap also allows for mulching,
concerned that the trees may suffer from which should be done annually.
vandalism or wear and tear from children,
protect the tree trunk with one of the
following techniques:
Wire mesh caging

This method is highly recommended
for active play areas. These cages can
be constructed from materials that are
available from a building supply store.
1. The wire cage is 10 gauge galvanized

welded 2”x2” wire mesh that is 1.5m
high.
2. Use 3 regular T bars that are 2 m long

evenly spaced around the tree about 30cm
out from the trunk of the tree - this helps
to protect the trunk of the tree
from vandalism and from
mechanical damage
(lawnmowers, string trimmers).
3. Overlap the required amount of wire

mesh by 3 squares, but make sure that the
overlap is located between the T bars. This 5. The tops of the T bars should be below
ensures that the cage will remain round the top of the mesh. This type of tree cage
and will not leave a sharp point or ridge can stay around the tree for about 10 years
along the T bar (a safety issue). before removing it.

Tree Care
Protect your trees with burlap…

a single overlapping layer of
natural burlap, not synthetic
fibre burlap, should be used on
all trees. This technique will
protect the bark from both
vandalism and frost cracking.
Plastic snow fencing

Using plastic snow fencing to protect the
trunk of a tree is a cost-effective way of
ensuring that your long-term investment in
shade has a chance of surviving the rigours of
children’s play. It is much less expensive than
the wire mesh cage. All trees should be
natural burlap
wrapped with biodegradable burlap (no
nylon in it) to the first set of branches. Apply
the 1.2m high wide-banded plastic snow
fence (green, brown or black) in 60cm wide
strips over the top of the burlap so that it is wide banded
tied together, but is slightly loose around the plastic snow
fencing
trunk. The excess fencing can be adjusted for
trunk expansion in three years.

Tree Care
Woven tree basket

This technique involves the students and
a local artist in weaving a basket-like
structure around the trees with different
coloured twigs, willow branches and grape
vines, creating a natural protective barrier
around the tree. Add mulch both inside and
around the basket to a depth of 10 - 15cm.

Tree Care
Stones in a circle
Another way to
protect tree roots is to
use stones in a circle
approximately 2m
in diameter around
the trunk and fill this
area with daylilies,
native grasses or 10-15cm
of mulch. Make sure the
stones are placed on a solid
base, not on the mulch where
they can roll or shift.
10-15cm of mulch
Stones are 60 x 60cm

(minimum) in a 2m
circumference around tree

Tree Care
Volunteers rarely like to work alone—establish a buddy

system so that people can help each other out. A calendar
with names and phone numbers facilitates collaboration.*
What to do during the summer B Establish a maintenance log to help

months keep track of what was done and to
provide suggestions for the next round
It’s never too soon to start thinking about of maintenance.
summer maintenance plans. Figuring out B See if custodians and office staff,
who is available for watering will save you daycare staff and neighbours would
from last-minute scrambling. During the also be willing to help with summer
summer, there may be few people to do the watering.
work, but the demands are greatest in terms
of watering and weeding.
What to do with leaves?
Here are some creative solutions:
Custodians may be concerned about raking
B Make sure maintenance teams have extra leaves from newly planted trees -
access to an outdoor tap, which may remind them that they can:
require a special key. Arrange for the B Blow leaves onto lawns and then mulch
key to be kept in a central location.
them with mowers – don’t bag them
B Organize student volunteers and their
and have them trucked away from the
families to water and maintain the area
property.
for one-week periods during the summer. B Have students rake leaves onto a tarp
Try to have this schedule organized by
and use as mulch in teaching gardens
mid-May. Reward their efforts.
or under trees.
B Provide a site map with all the B Think about the 4Rs: reduce, reuse,
areas/trees that need watering as a
recycle and rethink! Suggest using
reference for the maintenance teams.
leaves on gardens and under trees
B Hire a student. Fundraising and
to promote soil building and nutrient
matching government grants can help
replenishment to plants.
pay for a part-time student to weed and B Compost them.
water.
B Enlist the help of school teams or clubs
to come out and volunteer their time
each year.
* For an excellent guide on working with volunteers see www.evergreen.ca/en/

resources/toolshed/hands

Tree Care
Watering Schedule Sign-up Sheet
Refer to the site map for the location of the plantings that need to be watered.
Trees in asphalt - Set water flow on low and water for a minimum of 10 minutes 3 times per week
Trees in turf - Water a minimum of six minutes twice a week, using a standard 5/8” hose
Spring (Students)
M ONTH W EEKS S TUDENTS OR C LASSES TASK C OMPLETED
May Week 1
May Week 2
May Week 3
May Week 4
June Week 1
June Week 2
June Week 3
June Week 4
Summer (Families)
M ONTH W EEKS FAMILY/ GROUP/CLUB TASK C OMPLETED
July Week 1
July Week 2
July Week 3
July Week 4
August Week 1
August Week 2
August Week 3
August Week 4
September Week 1
Start a new schedule for the fall if necessary.

FUNDRAISING
Writing funding applications B When are the applications due?

and proposals B What is the turnaround time? Does
this give you time to order supplies?
Starting out
Completing the grant application
1. Have a clearly defined project to fund.
1. Assume that you will receive what you
Know what your project is before seeking
are asking for.
money for it. Think it through carefully
B Have a detailed plan–know how you
and thoroughly. Good planning up front
will spend the grant.
may take one or two years longer than
B Include details such as common and
initially anticipated, but the team effort
Latin names of plants, how many of
will be worth it. Don’t let funding
each species, what size the plant
deadlines rush your decision-making and
material will be, tools (what type
perhaps override your best judgement.
and how many).
2. Ask before you buy. B Send your list out for actual prices
B Let parents and others know what you from suppliers and use these amounts
need - it’s amazing what you can find. on your budget page.
B Contact local service clubs and B Take time to anticipate all of your
businesses, which may contribute in- costs (don’t forget such things as
kind goods and services as well as cash taxes, delivery, film and processing).
donations.
2. Share the task with others.
3. Understand the grant criteria (this step B It’s a big job. Get several volunteers
will save you unnecessary work). to take different parts of the grant
B Call the representative of the funding application and write them up (e.g.,
agency to discuss your project. teacher representatives can write the
B Does your project meet its funding curriculum connections).
criteria? B Have one person compile all the parts
B What does it not fund (e.g., delivery and submit the final proposal (this
charges, salaries)? person should also be the contact).

Fundraising
3. Follow the grant application questions B Demonstrate that you are organized
precisely. and have a plan - include photos and
B Answer all the questions in the order site diagrams.
they appear on the application. B Include your in-kind donations of
B Include all attachments and goods and services in the budget -
documents requested. this shows community support for
B If you don’t use the application your project.
form itself, use the application form B Include a cover letter to express your
headings in your proposal. enthusiasm and your dedication to
the project.
4. Be clear and concise.
B Point form answers are often better 5. Provide recognition.
than paragraphs. B List several ways in which the funding
B Clearly articulate the project goals and organization will receive recognition
objectives related to the funds that for its support and ways in which the
you are requesting. organization can be involved.
B Make certain that your plant species
and design are consistent with your

stated goals. For more information on fundraising and
budgeting see Chapter 8 of Evergreen’s
on-line resource All Hands in the Dirt: A
Guide to Designing and Creating Natural
School Grounds. www.evergreen.ca/
en/lg.toolshed.html

Fundraising
Sample budget
This sample includes all taxes.
Native Plants
COMMON LATIN NAME SIZE OF SOURCE NO . OF COST TOTAL COST

NAME ( GENUS AND PLANT ( NURSERY PLANTS PER PLANT PER SPECIES
SPECIES ) MATERIAL NAME )
Tulip tree Liriodendon 75 mm cal Board 3 $650 $1950

tulipifera suppliers
White ash Fraxinus 75 mm cal Board 3 $650 $1950

americana suppliers
Serviceberry Amelanchier 3 gallon Ontario 6 $30 $180

laevis pots Native
Plants
staghorn Rhus typhina 3 gallon Humber 10 $30 $300

sumac pots
TOTAL 22 SUBTOTAL $4380
# PLANTS
Other resources
DESCRIPTION QUANTITY COST PER ITEM TOTAL COST

PER ITEM
shovels 5 $10 $50
trowels 5 $4 $20
mulch 14 cubic yards $25 $350
compost 10 cubic yards $28 $280
film processing 2 roles of 36 $8 $16
Professional design $150
pizza lunches 2 $50 $100
Refreshments on planting day $125 $125
SUBTOTAL $950
subtotal native plants $4380

subtotal other resources $1075
total project costs $5480

Fundraising
Fundraising and donation ideas
There are many ways to fundraise and find donations of materials for your project. Here are 10
ideas to get you started.
B Donation trees B Parent Council (request that

a percentage of general funds
B Commemorative trees
raised go to school ground project)
B Loonie or toonie days B Pizza lunch
B Fair trade coffee sales B Hot dog days
B Compact fluorescent B Bake sales
light bulb sales
B Canadian Tire money
Funders
Canada Trust Friends of the Environment Environment Canada (Ontario Region):

Foundation EcoAction
www.fef.ca ecoaction.on@ec.gc.ca
www.on.ec.gc.ca/ecoaction
Canadian Wildlife Federation: Habitat
2000/Learning about Wildlife Evergreen/Toyota Learning Grounds Grants
info@cwf-fcf.org www.evergreen.ca/en/lg/lg-funding.html
www.wildeducation.org/programs/hab_
2000/hab2000.asp
For a more comprehensive list of potential funders
see the Evergreen website www.evergreen.ca.

RESOURCES
Designing for Shade and Sun Awareness

Energy Conservation • Canadian Dermatology Association
www.dermatology.ca/english/sun/index.html
Cooling our Communities: A Guidebook on Tree Planting
• Health Canada
and Light-Colored Surfacing. Washington, D.C: www.hc-sc.gc.ca/english/iyh/diseases/cancer.html
Environmental Protection Agency, 1992.
• Sun Safety for Kids
www.sunsafetyforkids.org
Creating Shade at Public Facilities: Policy and Guidelines.

Brisbane: Queensland Health, December 2002– Benefits of Trees
www.health.qld.gov.au • Eastern Ontario Urban Forest Network
http://eoufn.eomf.on.ca/eoufnv2/home.html
Greenwood, J.S., G.P. Soulos, and N.D. Thomas. • The International Society of Arboriculture
Undercover: Guidelines for shade planning and design. www.treesaregood.com
Sydney: NSW Cancer Council and NSW Health • Tree Link
Department, 1998. www.treelink.org/linx/?navSubCatRef=56
Moffat, Anne Simon and Marc Schiler. Landscape

Design that Saves Energy. New York: William
Morrow and Company, 1981.
Teacher Resources
www.earthplay.net
Background information on UVR
• Solar noon calculator website
www.srrb.noaa.gov
Other Shade Treatments
Willow structures • Sun Safety Information Guide for Schools
Living Willow www.city.toronto.on.ca/health/sun/pdf/
www.livingwillow.com cp_sun_safety_info_for_schools.pdf
Shade Sails • Sun Savvy School Club—a free resource kit

Shade Sails Canada available from Environment Canada. To order,
www.csolve.net/~bsm/shadesails/abo.htm contact www.msc-smc.ec.gc.ca/uvindex. It
contains a UV meter, various student activity
Built structures worksheets and a poster.
Gazebos and metal shade structures
• Playshade
• Toronto Public Health. Sunburn - Prevention
www.playshade.co.uk/ and Treatment, a resource linked to the Grade 6
• Sun Safety for Kids
Health and Physical Education Curriculum
www.sunsafetyforkids.org/shade.htm in the Healthy Living Strand. Available at
www.city.toronto.on.ca/health/sun_grade6.pdf
Combinations of Natural and Built Shade
• Greenwood, J.S., G.P Soulos, and N.D. Thomas.
Undercover: Guidelines for shade planning and design.
Identifying Trees
Sydney: NSW Cancer Council and NSW Health Field Guides
Department, 1998.
• Farrar, John Laird. Trees in Canada. Ontario:
• Shelter Strategies Fitzhenry Whiteside, 1999
www.shelterstrategies.com.au/paper.htm
• Kershaw, Linda. Trees of Ontario. Ontario:
Lone Pine, 2001

• Little, Elbert L. National Audubon Society Field Mapping
Guide to North American Trees: Eastern Region.
New York: Alfred A. Knopf, 1996 • For age-appropriate mapping methods, see David
Sobel, Mapmaking with Children. New York:
• Petrides, G. A., J. Wehr, R.T. Peterson. Heinemann, 1998. 800/793-2154.
Field Guide Series - A Field Guide to Eastern Trees. ISBN 0-325-00042-5
New York: Houghton Mifflin, 1988
Site Surveying
Websites • For protocols to conduct surveys of insects and
• www.domtar.com/arbre/english/p_06.htm birds, see the Ecology Explorers website at
Identify trees in North America http://caplter.asu.edu/explorers. Baseline
surveys conducted prior to installation of the
• www.butler.edu/herbarium/treeid/treelinks.html habitat allow students to compare animal use
Links to tree information, identification tips, and of the site before and after the project.
educational materials for teachers
Making Sundials
• treelink.org/whattree/index.htm
What Tree is That? Tree identification key These websites are excellent for helping decide where
and how to make permanent sundials:
• www.sundials.co.uk
The Participatory Design Process Technical information, pictures and projects, easy-
to-use site.
• All Hands in the Dirt: A Guide to Designing
and Creating Natural School Grounds. Toronto: • plus.maths.org/issue11/features/sundials
Evergreen, 2000 Ideal for secondary students studying sundials.
This manual will guide you through the planning
process, providing tips and templates for • www.hps.cam.ac.uk/starry/sundcalen.html
designing a site that reflects your local natural The history of sundials and calendars.
environment and the ideas of all involved.
www.evergreen.ca/en/ lg/lg- • kids.msfc.nasa.gov/Earth/Sundials/
toolshed.htmlwww.evergreen.ca Sundials.asp
NASA
• Coffey, Anne. Asking Children, Listening to Children.
Ottawa: Canadian Biodiversity Institute, 2004.
This guide for consulting with students is
designed to accompany a video of the same Shade Policy
name to help schools organize and conduct class-
by-class brainstorming sessions at the start of • Creating Shade at Public Facilities – policy and
their school ground transformation projects. guidelines for local government. December 2002.
www.biodiversityonline.ca/schoolgrounds/ www.health.qld.gov.au/
ind ex.html
• Greenwood, J.S., G.P. Soulos, and N.D. Thomas.
• The Learning Grounds Guide for Secondary Schools. Undercover: Guidelines for shade planning and design.
Toronto: Evergreen, 2002 Sydney: NSW Cancer Council and NSW Health
This guide helps schools create outdoor learning Department, 1998.
environments on their school grounds by
providing a road map to assist in the planning, • Sunsmart Policy
design, implementation and maintenance of a www.arandaps.act.edu.au/environment/
school ground greening project. activity/healthy/sunsmart.htm#Seats
www.evergreen.ca/en/lg/green-street.html
• Sunsmart School Policy Guidelines
www.cancerresearchuk.org/sunsmart/
schoolsandchildren/schoolpolicyguidelines/

ordering
information
Free copies of all Ontario EcoSchools guides may be downloaded
in PDF format from York University’s Faculty of Environmental
Studies website at www.yorku.ca/fes/envedu/ecoschools.asp
The three multimedia presentations are available only on the

EcoSchools Resources for Ontario Schools CD (both PC and Mac-compatible).
This CD also includes the Ontario EcoSchools guides and curriculum resources and is available
for the cost of shipping and handling. For ordering information, please contact:
Library and Learning Resources

Toronto District School Board
Tel: 416-397-2595 Fax: 416-395-8357
ONTARIO ECOSCHOOLS PROGRAM
Project Administrators
Richard Christie, Toronto District School Board
Lewis Molot, Faculty of Environmental Studies, York University
Project Manager
Eleanor Dudar, Toronto District School Board
Assistant Project Manager

Catherine Mahler
Steering Committee
Ron Ballentine, Halton DSB, Science Coordinators’ and Consultants’ Association of Ontario; Richard Christie,
Toronto DSB; Judy Gould, Durham DSB; David Green, Toronto and Region Conservation Authority;
Arlene Higgins-Wright, York Region DSB; Lewis Molot, York University; Pam Schwartzberg, Learning
for A Sustainable Future
Advisory Committee
Ted Cheskey, Waterloo Region DSB; Xavier Fazio/Susan Paradiso, Halton Catholic DSB; Joanne Harris,
Science Teachers’ Association of Ontario; Ethel Johnston/Kim Wallace, Ontario Association for Geography
and Environmental Educators; Catherine Kurucz, Thames Valley DSB; Gina Micomonaco, York Catholic DSB;
Anne Mitchell, Canadian Institute for Environmental Law and Policy; Marsha Yamamoto, Toronto DSB
Project Designer
Comet art + design
This guide is an adaptation of School Ground Greening: Designing for Shade and Energy
Conservation produced by Evergreen and the Toronto District School Board (TDSB).
The TDSB and Evergreen have donated this resource to Ontario EcoSchools as part of
their in-kind contribution to the project.
Bring Nature Back to Your City
project partners
A M D ISTR
RH
IC
DU
T
CH
D
R
S
OOL BOA
www.yorku.ca/fes/envedu/ecoschools.asp

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GUIDE

designing for shade

© 2004 Toronto District School Board and Evergreen

Toronto District School Board Evergreen

Using the EcoSchools five-step process, the whole school community is

13 Schoolground Greening: 14 Celebrating EcoSchools: 15 The 20/20 Planner 16 Certification Guide

Free copies of all Ontario EcoSchools guides may be

Step 1: Establish an EcoTeam for Shade and Energy Conservation

Step 2: Conduct an EcoReview

Step 3: Develop an Action Plan

Step 4: Implement the Action Plan

Step 5: Monitor and Evaluate Progress 31

1 Ontario EcoSchools: Designing for Shade and Energy Conservation

The Special Role of Trees

Now imagine a world stripped of its trees.

What visions of richness and impoverishment are summoned up by these

2 Ontario EcoSchools: Designing for Shade and Energy Conservation

3 Ontario EcoSchools: Designing for Shade and Energy Conservation

4 Ontario EcoSchools: Designing for Shade and Energy Conservation

Why is it important to provide shade for children and youth?

Designing for Shade and Energy Conservation,

5 Ontario EcoSchools: Designing for Shade and Energy Conservation

6 Ontario EcoSchools: Designing for Shade and Energy Conservation

7 Ontario EcoSchools: Designing for Shade and Energy Conservation

Step CONDUCT AN ECOREVIEW

Ontario EcoSchools: Designing for Shade and Energy Conservation

Survey User Needs Questionnaires

Step IMPLEMENT THE ACTION PLAN FOR SHADE

Prepare for Planting Day

Ontario EcoSchools: Designing for Shade and Energy Conservation

1.1 Build Your Team 1.3 Hold a Start-up Meeting

10 Ontario EcoSchools: Designing for Shade and Energy Conservation

11 Ontario EcoSchools: Designing for Shade and Energy Conservation

Be sure to include students at all stages

Gathering Students’ Ideas

12 Ontario EcoSchools: Designing for Shade and Energy Conservation

Map 1 Physical and Environmental Features

P HYSICAL F EATURES E NVIRONMENTAL F EATURES

Other things to consider before you plant:

utilities: contact Ontario One (additions, portables)

13 Ontario EcoSchools: Designing for Shade and Energy Conservation

Ontario EcoSchools: Designing for Shade and Energy Conservation

Emergency and maintenance

square, hopscotch, wall ball); aren’t allowed to be during school hours.

Ever wondered if the tree you’re standing under is

Map 3 Existing Shade Patterns

15 Ontario EcoSchools: Designing for Shade and Energy Conservation

Hot and Sunny Baseball

Meet and greet area

Ontario EcoSchools: Designing for Shade and Energy Conservation

Student Kindergarten play area

Hot and Sunny Baseball

Meet and greet area

Pathways Active Entrance

Ontario EcoSchools: Designing for Shade and Energy Conservation

Spectator area Out of

Young children rarely seek shade…

18 Ontario EcoSchools: Designing for Shade and Energy Conservation

Provide shade for UVR protection.

2. Play structures ✗ 12:00 p.m - 2:30 p.m.

3. Sand play areas ✗

6. Spectator areas adjacent to sports fields 12:00 p.m. - 4:30 p.m.

11. Trees and shrubs planted as a windbreak to reduce

1. Name: Phone number or e-mail:

At what time of day? For how long ?